International Journal of Medical Education最新文献_第3页

Framing asynchronous interprofessional education: a qualitative study on medical, physiotherapy and nursing students. 构建异步跨专业教育：对医学、物理治疗和护理专业学生的定性研究。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-11-06 DOI: 10.5116/ijme.6531.02ac

Matthew Grace, Arden Azim, Sarah Blissett, Amy Keuhl, Sarah Wojkowski, Matthew Sibbald

Objectives To explore how virtual, asynchronous modules can be used in interprofessional health education curricula and to identify any advantages and shortcomings of asynchronous interprofessional education. Methods A sample of 27 health professional students who attended in-person interprofessional education workshops at the McMaster Centre for Simulation-Based Learning from 2019-2020 were recruited through email discourse. Participants were asked to complete an asynchronous interprofessional education module and take part in a semi-structured interview that was recorded and transcribed verbatim. Techniques of direct content analysis were used to analyze the qualitative data from recorded transcripts. Results The following emergent themes from participants’ responses were identified: 1) the modules, as well as the features interspersed throughout, taught strategies for conflict resolution and interprofessional communication, 2) the modules have utility in preparing students for future interprofessional learning, 3) the convenience of virtual asynchronous modules introduces a sense of learner safety, and 4) a sense of isolation and fatigue was identified as a consequence of the lack of face-to-face interaction in these modules. Conclusion Asynchronous interprofessional education modules may be best suited to prepare students for future interprofessional learning in a synchronous setting. Asynchronous modules effectively provide an introduction to interprofessional objectives such as conflict resolution and role clarification, yet the competency of team functioning is more difficult to achieve in an asynchronous environment. Future studies may focus on establishing a sequence of completing asynchronous modules for ideal development of interprofessional competencies in health professions learners.

目的：探索如何在跨专业健康教育课程中使用虚拟异步模块，并确定异步跨专业教育的任何优点和缺点。方法：通过电子邮件讨论招募了27名2019-2020年在麦克马斯特模拟学习中心参加跨专业教育研讨会的健康专业学生。参与者被要求完成一个异步跨专业教育模块，并参加一个半结构化的访谈，该访谈被逐字记录和转录。使用直接内容分析技术来分析来自记录转录本的定性数据。结果：从参与者的回答中确定了以下新出现的主题：1）这些模块以及贯穿其中的特征，教授了解决冲突和跨专业沟通的策略，2）这些模块在为学生未来的跨专业学习做准备方面很有用，3）虚拟异步模块的便利性引入了学习者的安全感，4）由于这些模块中缺乏面对面的互动，产生了孤立感和疲劳感。结论：异步跨专业教育模块可能最适合让学生在同步环境中为未来的跨专业学习做好准备。异步模块有效地介绍了跨专业目标，如冲突解决和角色澄清，但在异步环境中更难实现团队运作的能力。未来的研究可能侧重于建立一系列完成异步模块的序列，以实现卫生专业学习者跨专业能力的理想发展。

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引用次数: 0

Role of Reflection in Education and Practice in Anaesthesia: Purpose, Process, Pitfalls and Promotion 反思在麻醉教育和实践中的作用:目的、过程、缺陷和促进

Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-10-26 DOI: 10.3390/ime2040025

Santosh Patel

Reflection facilitates medical education and professional practice by enhancing active and deep learning from experiences. The reflection period is a time for self-awareness and self-assessment of learning events and experiences to improve future experiences (e.g., skill acquisition). Advocates for reflection suggest that reflective practice has the power to enhance professionalism as it provides an opportunity for critical thinking. It can be of variable length and depth; however, the process should be explorative and factual. Critical reflection is a broader and in-depth consideration of historical, cultural and political contexts to challenge and change one’s or a group’s assumptions and actions. Although the process is beneficial to achieving the intended learning objectives, its impact on educational and clinical outcomes remains unclear in anaesthesia. The usefulness of reflection in the learning process or work practices varies depending on personal, professional and organisational factors. Several models and approaches are described to facilitate the reflection process. However, assessment of reflection within the curriculum boundaries and for workplace-based learning activities is complex and challenging due to the lack of validated tools for different types of reflection. PubMed and Google Scholar were searched for articles on reflection and its application in anaesthesia. The anaesthesia literature has minimal information on the theoretical and research aspects of reflective learning and teaching. This review aims to outline the purpose of reflection, discuss the utilisation of commonly used reflection models and underline the intricacy of reflection in anaesthesia learning, teaching and practice. This article highlights crucial factors which may foster or hinder reflection and its effectiveness in achieving meaningful intended outcomes.

反思通过加强主动和深度的经验学习，促进医学教育和专业实践。反思期是自我意识和自我评估学习事件和经验的时间，以改善未来的经验(例如，技能习得)。反思性实践的倡导者认为，反思性实践有能力增强专业精神，因为它为批判性思维提供了机会。它可以是可变的长度和深度;然而，这个过程应该是探索性的和事实性的。批判性反思是对历史、文化和政治背景的更广泛和深入的考虑，以挑战和改变个人或群体的假设和行动。虽然该过程有利于实现预期的学习目标，但其对麻醉教学和临床结果的影响尚不清楚。反思在学习过程或工作实践中的有用性取决于个人、专业和组织因素。本文描述了几种模型和方法来促进反思过程。然而，由于缺乏针对不同类型反思的有效工具，在课程范围内和基于工作场所的学习活动中评估反思是复杂和具有挑战性的。在PubMed和Google Scholar上搜索了关于反思及其在麻醉中的应用的文章。麻醉文献中关于反思性学习和教学的理论和研究方面的信息很少。本综述旨在概述反射的目的，讨论常用反射模型的使用，并强调反射在麻醉学习，教学和实践中的复杂性。本文强调了可能促进或阻碍反思及其在实现有意义的预期结果方面的有效性的关键因素。

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引用次数: 0

Student Perception of Online Teaching in Undergraduate Dental Education in Bangladesh: A Qualitative Study 孟加拉国本科牙科教育中学生对在线教学的看法:一项定性研究

Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-10-20 DOI: 10.3390/ime2040024

Shegufta Mohammad, Labuda Sultana, Salahuddin Al Azad, Nurun Nahar, Vikram Chode, Sayeeda Rahman, Md Anwarul Azim Majumder

During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching–learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6–8 participants (N = 16, the male/female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among dental students. With the help of the trigger questions, the facilitator and moderators conducted both FGDs. By analyzing the focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after-class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30–45 min, and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching–learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject such as dentistry requires a special training program, online content preparation, and interactive lesson delivery setup, which are big challenges for a resource-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development, the online learning sessions can be made attractive as well as beneficiary for the key stakeholders.

在新冠肺炎疫情期间，孟加拉国教育部门遭受重创。为了适应这种不确定的情况，首次在牙科院校引入了在线教学的方法，以继续常规课程。本定性研究探讨了学生对这种新的、负担得起的、灵活的在线学习方法的深度认知，并找出了交付方法的改进范围。通过两次焦点小组讨论(FGD)，每组6-8人(N = 16，男女比例为7:9)，深入了解牙科学生对网络教学的看法。在触发问题的帮助下，主持人和主持人进行了两个fgd。通过分析焦点小组讨论，确定了四个不同的主题。从数据中提取的主要主题是学生在参加在线课程时面临的困难(例如，注意力不集中，上课时间不正常，互联网可访问性，停电，内容无聊等)，在线学习的优点(例如，节省时间，可以在封锁期间继续学习，节省金钱，避免通勤，在疫情期间安全，生病可以参加课程等)，在线课程的缺点(例如，不适合临床课和实验室作业，缺乏社会互动，缺乏小组学习，屏幕时间长，缺乏课后同伴讨论，缺乏参与度等)，以及改进的范围(例如，对员工的技术培训，录制课程，对学生的技术导向，更吸引人的内容，在线支持，更多互动课程，上课时间短，30-45分钟后休息，以及对教师进行在线促进培训等)。在孟加拉国，在线教学方法不是一种常规做法。由于新冠肺炎疫情的封锁，大多数机构被迫在很短的时间内采取了这种方法。牙科等临床学科的在线教育需要特殊的培训计划、在线内容准备和交互式课程交付设置，这对资源有限的医学教育设置来说是一个巨大的挑战。焦点小组讨论揭示了一些关键问题，表明在线教学方法有许多改进的余地。在医学教育部门的帮助下，通过教师的发展，在线学习课程可以对主要利益相关者产生吸引力和受益。

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引用次数: 0

Japanese Universities’ International Medical Partnerships: Reciprocity and Stratification 日本大学的国际医学合作:互惠与分层

Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-10-13 DOI: 10.3390/ime2040023

Maki Kato

Recently, study abroad and elective programs have been facilitated via university partnerships based on student-exchange agreements. This study examined international medical student exchange agreements, focusing on reciprocity and stratification in the Japanese context. An empirical analysis was conducted using 581 agreements involving student exchanges with medical institutions in foreign countries based on a survey conducted by the Japanese Ministry of Education. We found that the average reciprocity rate via mutual tuition waivers was 52.84%: equivalent in Asia, slightly lower in Europe (49.61%), and higher in North America (58.06%). Europe has a balanced inbound and outbound exchange, Asia has a higher inbound exchange, and North America has an excess of outbound exchange from Japan. Moreover, selective institutions, such as former imperial or medical universities, have more than twice the number of agreements per university compared to others. In conclusion, it can be observed that international medical university partnerships are stratified, and reciprocity is intertwined with tuition waivers and the number of exchange students in the partnering institutions. As the results highlight the distinct characteristics of international education partnerships in Japan’s medical field compared to partnerships in all academic fields, it is necessary to investigate and develop international partnerships separately by field.

最近，通过基于学生交换协议的大学合作伙伴关系，出国留学和选修课程得到了促进。本研究考察了国际医学生交换协议，重点关注日本背景下的互惠和分层。以日本文部科学省的调查为基础，对581项与国外医疗机构的学生交流协议进行了实证分析。我们发现，通过相互学费减免的平均互惠率为52.84%:在亚洲与之相当，在欧洲略低(49.61%)，在北美较高(58.06%)。欧洲的进出境交换平衡，亚洲的进出境交换较高，北美的日本出出境交换过多。此外，像前帝国大学或医科大学这样的名牌大学，每所大学的协议数量是其他大学的两倍多。最后，可以观察到，国际医科大学的伙伴关系是分层的，互惠与免除学费和在伙伴机构交换学生的人数交织在一起。由于研究结果突出了日本医学领域的国际教育伙伴关系与所有学术领域的伙伴关系相比具有鲜明的特点，因此有必要按领域分别调查和发展国际伙伴关系。

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引用次数: 0

An innovative assessment tool for evaluating narrative feedback quality among Medicine and Biomedical Sciences students. 一种创新的评估工具，用于评估医学和生物医学科学学生的叙述反馈质量。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-10-12 DOI: 10.5116/ijme.64f6.df43

Michelle M J Jacobs, Pauline M van Son, Alwin Scharstuhl, Petra J van Gurp, Esther Tanck

Objectives: To develop a reliable instrument to objectively assess feedback quality, to use it for assessment of the quality of students' narrative feedback and to be used as a self-assessment instrument for students in their learning process.

Methods: In a retrospective cohort study, 635 feedback narratives, provided by small groups of Medicine and Biomedical Sciences undergraduate students, have been extracted from available quarterly curriculum evaluation surveys. A rubric was developed based on literature and contents of our feedback education. It consists of seven subitems and has a maximum score of 20 points (sufficient score: >10 points). Rubric reliability was evaluated using intra-class correlation. The rubric was tested by analysing the feedback narratives. To test progression, we compared rubric scores between study years with a Kruskal-Wallis analysis and Dunn's post-hoc testing with Bonferroni correction.

Results: The rubric has an intra-class correlation of 0.894. First year students had a mean rubric score of 11.5 points (SD 3.6), second year students 12.4 (SD 3.4) and third year students 13.1 (SD 3.6). Kruskal-Wallis testing showed significant differences in feedback quality between study years (χ²(2, N=635) = 17.53, p<0.001). Dunn's post-hoc test revealed significant differences between study years one and two (p=0.012) and one and three (p<0.001).

Conclusions: The developed rubric is a reliable instrument to assess narrative feedback quality. Students were able to provide feedback of sufficient quality and quality improved across study years. The instrument will allow students to assess themselves and learn where there is still room for improvement.

目标：开发一种可靠的工具来客观评估反馈质量，用于评估学生叙述性反馈的质量，并在学生的学习过程中用作自我评估工具。方法：在一项回顾性队列研究中，从可用的季度课程评估调查中提取了635个由医学和生物医学科学本科生小组提供的反馈叙述。根据文献和我们的反馈教育内容制定了一个准则。它由七个子项组成，最高得分为20分（满分：>10分）。使用类内相关性评估评估评估量表的可靠性。该准则通过分析反馈叙述进行了测试。为了测试进展，我们用Kruskal-Wallis分析和Dunn的Bonferroni校正后测试比较了研究年份之间的评分。结果：该量表具有0.894的类内相关性。一年级学生的平均评分为11.5分（SD 3.6），二年级学生为12.4分（SD 3.4），三年级学生为13.1分（SD 3.0）。Kruskal-Wallis测试显示，学习年份之间的反馈质量存在显著差异（χ2（2，N=635）=17.53，P结论：所开发的评分表是评估叙事反馈质量的可靠工具。学生能够提供足够质量的反馈，并且在学习期间质量有所提高。该工具将使学生能够自我评估，并了解还有改进空间的地方。

{"title":"An innovative assessment tool for evaluating narrative feedback quality among Medicine and Biomedical Sciences students.","authors":"Michelle M J Jacobs, Pauline M van Son, Alwin Scharstuhl, Petra J van Gurp, Esther Tanck","doi":"10.5116/ijme.64f6.df43","DOIUrl":"10.5116/ijme.64f6.df43","url":null,"abstract":"Objectives: To develop a reliable instrument to objectively assess feedback quality, to use it for assessment of the quality of students' narrative feedback and to be used as a self-assessment instrument for students in their learning process.Methods: In a retrospective cohort study, 635 feedback narratives, provided by small groups of Medicine and Biomedical Sciences undergraduate students, have been extracted from available quarterly curriculum evaluation surveys. A rubric was developed based on literature and contents of our feedback education. It consists of seven subitems and has a maximum score of 20 points (sufficient score: >10 points). Rubric reliability was evaluated using intra-class correlation. The rubric was tested by analysing the feedback narratives. To test progression, we compared rubric scores between study years with a Kruskal-Wallis analysis and Dunn's post-hoc testing with Bonferroni correction.Results: The rubric has an intra-class correlation of 0.894. First year students had a mean rubric score of 11.5 points (SD 3.6), second year students 12.4 (SD 3.4) and third year students 13.1 (SD 3.6). Kruskal-Wallis testing showed significant differences in feedback quality between study years (χ2(2, N=635) = 17.53, p<0.001). Dunn's post-hoc test revealed significant differences between study years one and two (p=0.012) and one and three (p<0.001).Conclusions: The developed rubric is a reliable instrument to assess narrative feedback quality. Students were able to provide feedback of sufficient quality and quality improved across study years. The instrument will allow students to assess themselves and learn where there is still room for improvement.","PeriodicalId":14029,"journal":{"name":"International Journal of Medical Education","volume":"14 ","pages":"147-154"},"PeriodicalIF":3.1,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10693959/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41235151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The utility of adaptive eLearning data in predicting dental students' learning performance in a blended learning course. 自适应电子学习数据在预测牙科学生在混合学习课程中的学习表现方面的效用。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-10-06 DOI: 10.5116/ijme.64f6.e3db

Farhan H Alwadei, Blasé P Brown, Saleh H Alwadei, Ilene B Harris, Abdurahman H Alwadei

Objectives: To examine the impact of dental students' usage patterns within an adaptive learning platform (ALP), using ALP-related indicators, on their final exam performance.

Methods: Track usage data from the ALP, combined with demographic and academic data including age, gender, pre- and post-test scores, and cumulative grade point average (GPA) were retrospectively collected from 115 second-year dental students enrolled in a blended learning review course. Learning performance was measured by post-test scores. Data were analyzed using correlation coefficients and linear regression tests.

Results: The ALP-related variables (without controlling for background demographics and academic data) accounted for 29.6% of student final exam performance (R²=0.296, F_(10,104)=4.37, p=0.000). Positive significant ALP-related predictors of post-test scores were improvement after activities (β=0.507, t₍₁₀₄₎=2.101, p=0.038), timely completed objectives (β=0.391, t₍₁₀₄₎=2.418, p=0.017), and number of revisions (β=0.127, t₍₁₀₄₎=3.240, p=0.002). Number of total activities, regardless of learning improvement, negatively predicted post-test scores (β= -0.088, t₍₁₀₄₎=-4.447, p=0.000). The significant R² change following the addition of gender, GPA, and pre-test score (R²=0.689, F_{(13, 101)}=17.24, p=0.000), indicated that these predictors explained an additional 39% of the variance in student performance beyond that explained by ALP-related variables, which were no longer significant. Inclusion of cumulative GPA and pre-test scores showed to be the strongest and only predictors of post-test scores (β=18.708, t₍₁₀₁₎=4.815, p=0.038) and (β=0.449, t₍₁₀₁₎=6.513, p=0.038), respectively.

Conclusions: Track ALP-related data can be valuable indicators of learning behavior. Careful and contextual analysis of ALP data can guide future studies to examine practical and scalable interventions.

目的：使用适应性学习平台（ALP）相关指标，研究牙科学生在适应性学习平台内的使用模式对其期末考试成绩的影响。方法：回顾性收集来自ALP的跟踪使用数据，结合人口统计学和学术数据，包括年龄、性别、测试前和测试后的分数以及累计平均绩点（GPA），这些数据来自115名参加混合学习回顾课程的牙科二年级学生。学习成绩是通过测试后的分数来衡量的。使用相关系数和线性回归检验对数据进行分析。结果：ALP相关变量（不控制背景人口统计和学术数据）占学生期末考试成绩的29.6%（R2=0.296，F（10104）=4.37，p=0.000）。ALP相关的测试后成绩预测因子为活动后的改善（β=0.507，t（104）=2.101，p=0.038）、及时完成目标（β=0.391，和修订次数（β=0.127，t（104）=3.240，p=0.002）。无论学习进步如何，总活动次数都对测试后成绩产生了负面预测（β=0.088，t（104=-4.447，p=0.000）。增加性别、平均成绩和测试前成绩后，R2发生了显著变化（R2=0.689，F（130101）=17.24，p=0.000），表明这些预测因子解释了学生成绩差异的39%，超出了ALP相关变量的解释，这些变量不再显著。累积平均绩点和测试前成绩的纳入分别是测试后成绩的最强且唯一的预测因素（β=18.708，t（101）=4.815，p=0.038）和（β=0.449，t（01）=6.513，p=0.038）。结论：追踪ALP相关数据可以作为学习行为的有价值的指标。对ALP数据的仔细和上下文分析可以指导未来的研究，以检查实用和可扩展的干预措施。

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引用次数: 0

COVID-19 and medical education in Japan: a struggle for fairness and transparency. 新冠肺炎与日本医学教育：争取公平和透明的斗争。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-10-06 DOI: 10.5116/ijme.6512.8cb5

Yudai Kaneda, Yuka Higuchi, Makoto Yoshida, Yoshika Saito

引用次数: 0

Decline of Empathy among Healthcare Apprentices 医疗保健学徒共情能力下降

Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-10-05 DOI: 10.3390/ime2040022

Mohammed O. Razi, Rinat Fouzia, Mohammed S. Razzaque

Empathy is a crucial human quality that enables healthcare professionals to connect with patients, providing physical and emotional support to enhance patient-centered care. Empathy in healthcare is critical for establishing patient-provider (healthcare) trust, increasing patient satisfaction, and, eventually, delivering high-quality healthcare. However, there is growing concern about the declining levels of empathy among healthcare providers, partly related to increased workload, burnout, and empathic distress fatigue. Moreover, the recent emphasis of medical education on the technical aspects of healthcare over empathetic care also contributed to the decline of empathy among healthcare providers with compromised patient care. This brief article summarizes the potential causes and consequences of declining empathy in medical practice with future implications on the quality of humanized healthcare.

同理心是一种至关重要的人类品质，它使医疗保健专业人员能够与患者建立联系，提供身体和情感支持，以增强以患者为中心的护理。医疗保健中的同理心对于建立患者-提供者(医疗保健)信任、提高患者满意度以及最终提供高质量的医疗保健至关重要。然而，越来越多的人担心医疗服务提供者的同理心水平下降，部分原因与工作量增加、倦怠和同理心压力疲劳有关。此外，最近强调医疗保健技术方面的医学教育，而不是移情护理，也导致了患者护理受损的医疗保健提供者的移情能力下降。这篇简短的文章总结了医疗实践中同理心下降的潜在原因和后果，以及对人性化医疗质量的未来影响。

引用次数: 2

Core components of an anti-racist approach among health professions educators: an integrative review. 卫生专业教育工作者反种族主义方法的核心组成部分:综合审查。

IF 3.1 Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-09-15 DOI: 10.5116/ijme.64e9.b6b4

Amelie Blanchet Garneau, Patrick Lavoie, Vanessa Sit, Catherine Laurent Sédillot

Objectives: This integrative literature review aimed to identify the core elements of an anti-racist approach among health professions educators.

Methods: We searched five databases CINAHL (EBSCOhost), ERIC (ProQuest Dissertations & Thesis Global), EMBASE (Ovid), MEDLINE (Ovid), and Web of Science (Social Sciences Citation Index, Citation Index Expanded) in March 2021. The search strategy combined concepts related to anti-racist pedagogies in the context of health professions education by educators in any capacity. From 1,755 results, we selected 249 manuscripts published in English or French between 2008 and 2021 based on titles and abstracts. After reviewing the full texts, we selected the 48 most relevant sources. We extracted data regarding knowledge, skills, and attitudes in reference to anti-racist approaches or surrogate terms. Within each category, we grouped similar data using a conceptual map.

Results: Analysis of the selected sources revealed that, for health professions educators, engaging in an anti-racist pedagogical approach requires more than incorporating racialized perspectives and content into the classroom. It rather rests on three interrelated components: developing a critical understanding of power relationships, moving toward a critical consciousness, and taking action at individual and organizational levels.

Conclusions: This review sheds light on knowledge, attitudes and skills that educators must deploy to adopt an anti-racist approach competently. This approach is a learned, intentional, and strategic effort in which health professions educators incorporate anti-racism into their teaching and apply anti-racist values to their various spheres of influence. This ongoing process strives for institutional and structural changes and requires whole-system actions.

目的:本综合文献综述旨在确定卫生专业教育工作者反种族主义方法的核心要素。方法:我们于2021年3月检索了CINAHL (EBSCOhost)、ERIC (ProQuest Dissertations & Thesis Global)、EMBASE (Ovid)、MEDLINE (Ovid)和Web of Science (Social Sciences Citation Index, Citation Index Expanded) 5个数据库。搜索策略结合了与反种族主义教学法有关的概念，在卫生专业教育的背景下，由任何身份的教育工作者进行教育。从1755个结果中，我们根据标题和摘要选择了2008年至2021年间用英语或法语发表的249篇论文。在审查全文后，我们选择了48个最相关的来源。我们提取了有关反种族主义方法或替代术语的知识、技能和态度的数据。在每个类别中，我们使用概念图对类似的数据进行分组。结果:对选定资料来源的分析表明，对于卫生专业教育工作者来说，采用反种族主义的教学方法需要的不仅仅是将种族化的观点和内容纳入课堂。它取决于三个相互关联的组成部分:发展对权力关系的批判性理解，走向批判性意识，以及在个人和组织层面采取行动。结论:本综述揭示了教育工作者为有效采取反种族主义方法所必须具备的知识、态度和技能。这种方法是一种有学问的、有意的和战略性的努力，卫生专业教育者将反种族主义纳入他们的教学，并将反种族主义价值观应用于他们的各个影响领域。这一正在进行的进程力求体制和结构上的变革，并要求采取全系统行动。

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引用次数: 0

What the COVID-19 Pandemic Taught Medical Educators in the Caribbean about Online Clinical Teaching 2019冠状病毒病大流行给加勒比地区医学教育工作者带来的在线临床教学启示

Q2 EDUCATION, SCIENTIFIC DISCIPLINES

International Journal of Medical Education

Pub Date : 2023-09-13 DOI: 10.3390/ime2030021

Sandra D. Reid, Bidyadhar Sa, Stanley Giddings, Reisha Rafeek, Shala Singh, Patrick Harnarayan, Niall Farnon

The pandemic forced final year clinical students in six health-profession programs in a Caribbean University to suddenly transition from a clinical learning environment to an exclusively online environment for clinical instruction. The change in curriculum delivery allowed students to compare teaching of clinical skills using clinical and online learning environments. In June 2020, 278 students (78% response rate) completed a survey rating the online teaching experience. Students from each discipline also participated in a focus group discussion. Of the sample, 88% of students felt that the online environment was enthusiastic and stimulating but did not view it as satisfactory for skills transfer; 77% felt connected with their teachers but deprived of the social connectedness, peer support, and vicarious learning afforded by face-to-face instruction. Clinical students perceived the online environment as a convenient and beneficial platform to deliver didactic components of the clinical curriculum, thus providing downtime for students and ensuring equitable exposure of all students to all teachers. In the post-pandemic era, medical teachers should make the effort to maintain and refine online approaches, not just for use in times of emergency, but for integration into curriculum delivery strategies to improve the clinical learning environment and student satisfaction, while maintaining the hands-on method of clinical instruction.

疫情迫使加勒比大学六个卫生专业项目的最后一年临床学生突然从临床学习环境过渡到完全在线的临床教学环境。课程交付的变化使学生能够比较临床技能教学使用临床和在线学习环境。2020年6月，278名学生(78%的回复率)完成了一项对在线教学体验进行评分的调查。各学科的学生还参加了焦点小组讨论。在样本中，88%的学生认为网络环境是热情和刺激的，但并不认为它是令人满意的技能转移;77%的学生感到与老师有联系，但被剥夺了社会联系、同伴支持和面对面教学提供的替代学习。临床学生认为在线环境是一个方便和有益的平台，可以提供临床课程的教学内容，从而为学生提供休息时间，并确保所有学生公平地接触所有教师。在大流行后时代，医学教师应努力维护和完善在线教学方法，不仅用于紧急情况，还应纳入课程交付策略，以改善临床学习环境和学生满意度，同时保持临床教学的动手方法。

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引用次数: 0